Dillenbourg, PierrePaiva, AnaYadollahi, Elmira2021-10-112021-10-112021-10-11202110.5075/epfl-thesis-8352https://infoscience.epfl.ch/handle/20.500.14299/182106Humans often rely on their perspective taking skills to thrive within the world's complex relations and connections. An adequate understanding of others' spatial perspectives can increase the quality of the interaction, not only perceptually but also cognitively. This thesis is dedicated to exploring children and adults' spatial perspective taking abilities emerging from the interaction with embodied and virtual robots in different contexts. While most previous approaches were limited to particular circumstances and targeted adults, the proposed approach developed a cognitive model incorporated in agents to foster perspective taking abilities in different contexts. The developments of the model also detail the processes used by humans to infer spatial connections from other's viewpoints and it is adaptable to add or remove processes based on the context of interaction. First, this thesis explores different interaction modalities and cognitive abilities through user studies with children. Each interaction outlines a set of components and processes required to develop a perspective taking model for robots and agents. The platform developed for the first study aims at evaluating the effect of a robot's non-verbal gestures, such as pointing, on children's joint attention during reading activity. The second study evaluates children's perspective adaptation to the robot in the context of collaborative activity. We expanded our observations to include children's first perspective choice, how they tried to accommodate the robot's perspective, and how they updated their mental model during the interaction. The third study explores children's spatial perspective taking abilities using game-based interaction and non-verbal channels. Inspired by previous studies, the thesis proposes a cognitive model that uses automatic and cognitive controlled processes to generate behaviors and decisions for the robot. The model focuses on processes linked with taking spatial perspectives and can be integrated into any agent architecture that deals with decision making and reasoning. The agent processes are then adapted to a new interaction scenario. Finally, the thesis evaluates the model through a user study with adult participants and within a virtual platform, a drastic change from the exploratory study designs caused by the pandemic. The final studies are designed as two-player games with two virtual robots that interact with each other in two contexts of competition and cooperation. In the competitive version of the game, the robot guided by the human plays against the robot equipped with the perspective taking model, while in the cooperative version, the robots guide each other to win the game as a team. We performed two between-subject studies with more than 180 adults to evaluate the participants' perception of a robot with complete perspective taking abilities, compared to one with limited abilities. Participants were more influenced by the robot's perspective taking abilities in the cooperative game compared to the competitive one, which was reflected in their ratings of the robot's intelligence and game fun. Experimental results on the model evaluation can open up future possibilities for exploring links between the perspective developments in children through cooperation and competition. Furthermore, the model can be extended to study other perceptional, cognitive, and affective dimensions, such as prosocial behavior and and transparency.enSpatial Perspective TakingHuman-Robot InteractionChild-Robot InteractionCognitive ModellingJoint AttentionReadingGamified InteractionCooperationCompetitionthesis::doctoral thesis